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1Presentation Notes
Taking Stock: Implementation of the SSE ProcessAdvisor, Centre,
Date
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This seminar is for Newly appointed Principals and Deputy
Principals appointed since Sept. 2014. It is intended to give newly
appointed schools leaders a synopsis of recently delivered national
seminars2Presentation Notes
Seminar OverviewSession 1
9.15 11.00To explore what we mean by school self-evaluationTo
facilitate reflection on the SSE process Overview of recent SSE
developments11.00 11.15CoffeeSession 2
11.15 12.45To familiarise participants with the SSE processTo
explore how the SSE Guidelines can be used effectively as a tool
for improvement
12.45 1.30LunchSession 3
1.30 3.30To examine effective targets and actionsTo outline SSE
monitoring and implementation strategies To explore a vision for
schools in relation to SSETo decide on next steps
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Overview of the Day Outline detail of each session and
start/finish times for the day
3Presentation Notes
From your own experience, what are/ should be the key messages
of SSE? Participants Understanding of SSE
20 minute post-it and discussion activity
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Participants are asked what the key messages are based on their
understanding of the SSE guidelines. This is an individual
reflection with participants recording their thoughts on a post-it
note. These are gathered and collated by the facilitator. The
facilitator gives a general summary to the group of the findings of
this activity.Presentation Notes
School self-evaluation is a key tool in effective school
improvementSSE involves action-planning for improvement that
focuses on teaching and learning School self-evaluation is an
inclusive, reflective, collaborative whole school process
Key MessagesMonitoring of progress is an essential element of
school self-evaluation
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Following on from the previous activity the facilitator details
the key messages for this Seminar
The key messages of this seminar are:School self-evaluation is a
key tool in effective school improvement.The six steps of the
school self-evaluation process are continuous but not strictly
linear.School self-evaluation is an inclusive, reflective,
collaborative whole school process. Both formal and informal
monitoring are essential in the school self-evaluation process.
SSE involves improving learner outcomes for ALL students.If a
school is to improve its teaching and learning then there must be
ownership of the changes that occur within the SSE process. This
also includes the possibility of a change in direction and focus /
a realisation that the school might sometimes have to go back and
look for further information, in order to progress.SSE promotes a
collaborative approach. It is only through collaboration by all
members of the school community (including sharing of ideas, best
practice and experiences) that improvement in all areas of school
life can take place. We all can learn from each other and the
experiences of each other.
5Presentation Notes
Reflection
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Activity
Focus on where you are in the SSE process when looking at the
picture.This is a personal reflection and is not intended to be
shared so feedback is not necessary. This slide should be a
stimulus to initiate discussion around where schools are at, and
their experience of school improvement / the SSE process to date.
Recognise that most participants may be at different stages of the
process to date and may have different experiences of the process
thus far; therefore participants may relate to a different person
on the image.With which individual do you identify? Sample prompt
questions include:Are you the one who is on this side of the
bridge, reluctant to take the first step? Perhaps you are the one
who is tentatively taking small steps but still has a number of
questions? Or perhaps you have one bridge crossed because you had
some help, you could be crossing back and over the bridge between
stages.Participants can either engage in this reflection
individually or as a school (with the other member of staff who is
present).
Presentation Notes
Successes
Challenges
Possible Solutions
School Improvement Experience
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Activity
Participants reflect on their experience of school
improvement/SSE to date through the lens of successes, challenges,
and solutions (or efforts they made to overcome these challenges).
Examine the school reflection hand-out in the booklet. Sufficient
time will be required to complete this reflection activity it
should not be rushed. This is a solutions focused approach- and one
that could be used with staff/core team back in school.
Other prompt questions that are not included in the hand-out
might be:How were the targets decided upon? Did the targets relate
to the areas for improvement outlined in SSE Report?Where did these
areas for improvement come from? Were these areas based on
judgments made after analysing the data?Do you think you collected
the right data?
The important learning here is in overcoming the challenges so
therefore much of the emphasis whilst taking feedback should be on
how schools overcame challenges, or possible solutions that they
considered.
The school reflection hand-out comprises the following prompt
questions:How was the area for improvement identified?Who was
involved in the process of gathering and analysing evidence?How did
you make judgements (e.g. evaluation criteria?)How useful was the
data in setting targets?How was the process led?In what way were
your actions related to the evidence?In what way was progress
monitored?Who took responsibility for monitoring progress?(Feedback
for this activity is continued on next slide)
7Presentation Notes
SSE Timeline to date
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Introduction of SSE in 2012. Circular 0040/2012. Required all
schools to engage in the SSE as a collaborative, reflective process
of internal school review, focused on school improvement.Circular
0040/2016 requires schools to continue to apply the SSE process
with a continued focus on teaching and learning.
The 2016 version of the Framework: Teaching and Learning section
is shorter than the 2012 version (included in the SSE Guidelines
2016) Leadership and management section developed following much
consultation (including CSL)Does not use bullets/tick-boxes, uses
short descriptive sentences in the statements of practicePresented
at two levels to encourage thinking about improvement An important
statement of what the Irish education system values and believes a
good school should be
8Presentation Notes
Building Blocks of SSE
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We will now take a few minutes to revisit the SSE process. Some
of you will be very familiar with this as you may have attended the
SSE seminars for the last few years; however, for more of you this
may be an opportunity to explore this process in more detail. (For
presenter: this slide and the next 2 slides are reminders for
schools before you embark on the workshop aspect which is the main
purpose of this session). It is important here to relate these
building blocks to the key learning as identified in the reflection
activity in the morning, specifically, to try to tie in the key
learning with these building blocks of SSE, for example, when
looking at the data analysis section of the 6 steps: you will
remember this morning that you identified that you collected too
much data so that is something to bear in mind this time around,
when looking at the evaluation criteria: you will remember this
morning that some of you reported finding the evaluation criteria
very useful and more of you said that you had not used them; they
can be very useful in identifying your areas for improvement and we
will revisit these later in the workshop, etc., etc. When we
consider School Self Evaluation there are a number of elements or
building blocks involved in the process. Schools are asked to bear
in mind the following key features/building blocks of SSE.This
slide is animated. Click and blocks are removed to reveal each of
the 3 features belowSix Step Process: SSE is a school improvement
process so we use the 6 step approach. It is important to see the 6
steps as being linked to each other as opposed to isolated
events.Teaching and Learning Framework: SSE is about teaching and
learning so we have a T and L Framework to ensure that we evaluate
our practice in the broadest terms. SSE is a process whereby we
measure pupil outcomes followed by a measurement of the teaching
practices and pupil learning experiences that led to those
outcomes. Evaluation Criteria and Quality Statements: SSE is about
evaluating our standards in teaching and learning against best
practice so we use evaluation criteria/quality statements against
which to benchmark our analysed evidence.
9Presentation Notes
Revised 6 step process
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Brief walkthrough of the process, that the content of the day
will step through the process in greater detail. Refer participants
diagram in the booklet/guidelines indicating that the application
of the 6 step process in greater detail on the Rachel/PDST
handout.10Presentation Notes
SSE Video
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Activity:Based on their viewing of the video get participants to
identify to answer the questions in the booklet
Deirdre Matthews key points:Inspec have worked with schools and
listened to feedbackFocus remains on T&LFlexibility to
schoolsSimplified the Framework on adviceSSE can be used to steer
new Initiatives
Harold Hislop key points:Schools getting used to collecting data
{exams plus staff, student and parent voice}Listened to schools
that the process needs to be manageableBetter do fewer things well
than too many done poorly 2-3 or 4 over the next 4 yearsSchools
have the flexibility to focus on area of T&L that best suits
them#11Presentation Notes
What does it look like?Dimension 1: Teaching and
LearningDimension 2: Leadership and Management4 Domains in Teaching
and Learning;4 Domains in Leadership and Management4 Standards per
DomainEffective and highly effective practice identified for each
standard
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12Presentation Notes
DimensionsDomainsTeaching & Learning Management &
LeadershipLearner outcomesLearner experiencesTeachers individual
practiceTeachers Collaborative/Collective practice Leading learning
and teachingManaging the organisationLeading school
developmentDeveloping leadership capacity
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Example of Statements of Practice
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Coffee Break
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This is an opportunity for the facilitator to review the post-it
responses to see if there are any further comments that can be
discussion points during the rest of the day.Presentation Notes
Identify Focus
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Refer participants to booklet insert of T&L domains and
Standards are detailed.10 mins to read and identify an priority
area for their context.
16Presentation Notes
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Activity: Read extract from Guidelines page 17
guidelinesParticipants use to identify a possible area of focus
17Presentation Notes
Quantitative & QualitativeQuantitative state exams,
standardised tests (Sten, CAT)Qualitative student, teacher and
parent voiceTeacher reflectionCompare with statements of
practice
Gathering Data
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Suggestions for Data Gathering
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Work through examples in the BookletSten State Exams Maths
Competency etc..19Presentation Notes
Student Voice
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Embed Video*Activity: Watch video on student voice and answer
question in the booklet.
Highlight the importance of quality of questions, this is one
example and focus depends on your context.20Presentation Notes
Compare to statements of practice to identify areas of strength
and areas for improvement.
Analyse & make judgements
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Analyse both qualitative and quantitative data with the bigger
picture in mind. Triangulation of results.Using the statements of
practise identify areas of strength and areas for improvement.
Activity review statements of practise related to Learner
Experience students reflecting on their progress as
learners.21Presentation Notes
Combined documentReport & Plan
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Give copy of new blank document. Guide participants through the
steps22Presentation Notes
Lunch
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Presentation Notes
Be realistic Ensure targets are SMARTTargets should be
evidence-basedAvoid confusing actions with targetsTargets usually
relate to learner outcomesActions relate to learning experiences
and teachers practice
Target Setting
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This slide outlines some advice on target setting this advice
has been adapted from advice in the SSE Guidelines.
Prioritise two or three targets that you can really work on
rather than ten that it will be impossible to implement and
monitor.A target is achievable and realistic only when you can say
how its going to be achieved (action) in your school, for your
studentsEnsure targets have a learning focus as distinct from
actions which need to be implemented in classrooms and at
whole-school level
The problem of confusing actions or processes with targets. This
is the other side of the coin from the last point. There, the
problem is targets without actions; here, its identifying an action
without identifying in SMART terms what you hope to achieve by the
action. Because this happens so often, its worth giving some
examples that might be recognisable. A school might set as a target
to develop a school library or to display posters illustrating
applications of numeracy. These are actions with a purpose; they
are not targets. In these cases the school needs to ask: Why are we
doing this? What do we want to achieve? If the school can answer
these questions in measurable terms, they will then have relevant
targets and will be able to state appropriate success criteria.
24Presentation Notes
Activity
Targets are measures or indicators of what an individual school
wants to achieve in terms of school improvement
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Advisor Note:The targets in the booklet, p. are taken directly
from the Inspectorate school self-evaluation website.Participants
will be asked to review the list of targets under the SMART
headings and categorise them as helpful targets and less effective
targets.The group will be asked how less effective targets can be
made more effective.
Make examples more relevant to T&L
25Presentation Notes
Possible Actions
Subject Plans Revised
Co-ordinated Approaches (Structured)
Language (Questioning, Higher Order) Explicit Vocabulary
Instruction
Problem Solving Strategies
Developing Positive Attitudes
Print Rich Environment
Other
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Here is a menu of possible actions that schools should in cases
and could in other cases adopt in their schools.
Subject Plans Revised- In order for literacy or numeracy actions
to permeate into the classroomCo-ordinated Approaches: Whilst the
mathematics teachers will explain many mathematical concepts using
concrete, pictorial and abstract materials ultimately an agreed
approach to consistency with algorithms, calculations and
procedures is essential for consistency when it comes to student
learning. These common approaches should be agreed upon by the
mathematics department firstly before being shared with the whole
staff. The mathematics department should keep the horizon in mind
when agreeing on these approaches. For instances how does the skill
of adding fractions transfer to the addition of algebraic
fractions? One method will be more transferable and applicable than
another method. We will look now at some common approaches to the
addition of fractions, the conversion of fractions to percentages
and the analysis of graphs on page 13-20 in the participant
booklet. Mathematical Language is equally as important to
consistency as common approaches. All subjects have words and terms
in them that have a mathematical meaning. For instance, in an
English lesson you could come across the word volume. Can you come
up with various meanings for the word volume? What might this word
mean in a mathematical context? What symbols represent this word in
a mathematical context? It is essential that teachers share an
agreed approach when dealing with new mathematical language.
Whatever is agreed could possible be added to student journals. Are
there any specific strategies ongoing in your school with regard to
school improvement in literacy? If so, could you explain to us how
they work?Explicit Voaculary instruction: Once a definition has
been established it is not directly entered into memory. Students
need multiple opportunities over an extended period of time to
encounter the new term in a variety of normal contexts. They need
to read, hear, write, and speak it, so that the word is
internalized and becomes part of their usable
vocabularies.Problem-Solving strategies: What problem-solving
initiatives are you aware of in your school? How do you incorporate
problem solving into the teaching and learning in your subject? It
is essential that critical thinking learning environments are set
up for students and that teachers actively engage with students
responses. Use of effective teacher questioning is key here open
ended questions that demand a variety of answers/solutions to
foster divergent higher order thinking. Questioning is not solely a
teacher activity. Students should be strongly encouraged to ask
each other these questions. An example of such an activity is the
conjugated verbs in a particular language all mixed up. Students in
such an instance would be asked to see if there is a pattern, and
if so, explain the pattern. We will look at an example from Blooms
Taxonomy of Critical Thinking in a few moments.Positive attitudes:
The learning of mathematics is both experiential and emotive.
Research by Zevenbergan(2005) challenges the notion that success in
mathematics is down to an innate ability rather than hard work or
endeavour. In cases where students experience of learning
mathematics is lowered, they have less interest in valuing
mathematics and seeing the value in it. In Jo Boalers book The
Elephant in the Classroom students in a school had positive
attitudes towards mathematics because they experienced success in
it and their teachers were encouraging and a culture of positivity
was wholesale. It is essential that if teachers have a negative
attitude towards mathematics that they do not share this negativity
with their students. All teachers across subject areas are
essential for this.Print Rich Environment: Give examples of how
your school supports a numeracy/literacy rich environment. Students
work and creations should be displayed around the school. Examples
of this include a clock in each classroom, common approaches
displayed, have you got maths eyes competitions, a numeracy notice
board, a problem notice board etc. Other.. What other actions are
ongoing in your school?
Numeracy in context: It is important to mention that some
subjects have more numeracy moments than other subjects. That said,
all subjects have them. Where they arise it is desirable that they
are documented in subject plans and that teachers then discuss
methodologies on how best to integrate these into the topic that is
being taught at the time. Where there is a particular mathematical
concept, skill or procedure it is imperative that the subject
teachers are firstly aware of how this concept, skill or procedure
is dealt with in the mathematics department and secondly that the
subject teacher in question reinforces the same methodology as that
of the mathematics department. Collaboration is essential for
consistency where these arise.
26Presentation Notes
Why Monitor?
What do we monitor?
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This is a general discussion on monitoring with the intention of
highlighting that schools already engage in all sorts of monitoring
for various reasons.
Possible think pair share activity.
Why do we monitor anything?Advisor Note:This slide relates to
general monitoring in schools and is used here as an introductory
discussion about monitoring (the next slide focuses on monitoring
of SSE). This short activity could be done on a flipchart-with
advisor taking feedback. The following examples are provided in the
script as background information for the advisor in the event that
few examples come from the floor. Therefore, it is intended that
participants come up with these themselves. Tracking
progressProvides evidence that something works or doesnt
workMonitoring can potentially have a motivational factor- we are
achieving our aims, making progress, recognising successesRecording
and reporting (accountability)AfLTo facilitate inclusive learning
and teachingFor system/professional requirements (because we have
to!!)
What do we monitor?On a second flipchart take feedback on what
we monitor e.g. attendance, behaviour, interventions, student
progress in general, uptake in subjects, mood, social and emotional
wellbeing of students, etc. The point to note here is that we as
teachers and principals are constantly monitoring whether it is
formal or informal.
27Presentation Notes
Schools should decide:How monitoring will occur?Who will be
responsible?How will progress be determined and reported?When and
to whom progress will be reported?If targets and actions are
realistic or need to be changed?SSE Revised Guidelines
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An important question for schools is to consider how long they
give teachers to try something out to see if its making an impact.
There is a delicate balance between giving something sufficient
time to realise an impact and discarding/altering something that is
ineffective. An important question to ask is why is something not
working? There is a lot of learning for schools in this latter
question. Schools might consider:Do we need to alter the action?Are
we all clear on the approach we are taking?Do we more support for
this approach (e.g. resources, professional development, time,
etc.)
Advisor Note:Monitoring does not necessarily have to be a big
thing. It can be informal, for example, at the end of a term of
trying an action, teachers might be asked to observe if an action
is working, and then discuss this at subject department/staff
level. 28Presentation Notes
Implementation Dip
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Remind participants that an implementation dip may be expected
when implementing any new initiative. Ask participants why an
implementation dip might occur. Discuss how schools might break the
cycle with regard to an implementation dip. Elicit this from the
participants but see below some examples:Expect and accept that not
everything will be successfulTraining and support (professional
development-everyone on the same page)Make sure that the innovation
suits your school context and that you have the infrastructure to
support this changeTime- take your time, do it slowly, allow for
the implementation dip and the time to work through the changes
Smooth implementation is often a sign that not much is really
changing discuss this statement as a whole group.
Advisor Note:The following information may be useful as
background information for advisors. An implementation dip is a dip
in performance and confidence as one encounters an innovation that
requires new skills and new understandings (Fullan, 2001 p.40).
From DEIS report on Literacy and Numeracy: As is common when new
practices are introduced, the teachers were initially disappointed
with the overall standardised tests results at the end of the first
year. They believed that the small improvements were not reflective
of the huge efforts of the staff and pupils. However, more
experienced staff members reminded teachers that this was a natural
part of the process of school improvement. They stressed that when
new practices were introduced there is often an implementation dip,
as the impact of the changes does not have time to be reflected in
test results.
29Presentation Notes
Visioning Activity
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There will be a worksheet in the booklet to accompany this
activity. As a creative exercise, participants are invited to
envision what, in an ideal situation, their schools might look like
in the year 2018, in the contexts of teaching and learning and
student experience.
This activity might help participants frame their thoughts for
the final reflection activity.30Presentation Notes
Where To Next?
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Discuss the need for tasks to be agreed and recorded between the
teacher and principal before the end of the seminar. 31Presentation
Notes
Consider possibilities for data gatheringMake judgements based
on the evidenceConsider possibilities for implementing
actionsConsider possibilities for monitoring actions formal and
informalConsider possibilities for monitoring progressConsider the
timeline in your school improvement plan Other?
Moving Forward
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This slide gives some suggested tasks to complete in order to
progress work back at school
This is a reflective activity on what next steps this team might
take on their return to the school.
Distribute the Key Reflections and Possible Actions hand-out.
Give participants time to complete the key reflections
section.Discuss the possible tasks on the slide. These tasks are a
menu of possible progressions from today (this is not an exhaustive
list and schools do not have to adhere to it so they might choose
something different to engage in). Get participants to complete the
possible actions for my school section of the reflection booklet in
pairs. Give each pair (teacher/school leader) considerable time
to:Discuss these suggested tasks. Commit to undertaking at least
one before returning for Day 2 (or choose another one not on the
list) Write this down as part of a simple action plan that is
devised by the teacher and school leader
Background for Facilitator
1 .Establish / refine school structures to sustain improvementIf
there is time (appreciate it is very limited) on the school
calendar ( as part of 3 staff meetings , 2 subject meetings , core
team meetings, review meetings ) the process is more sustainable
and self sustaining How many staff meetings , subject meetings will
you need ? What dates?What worked last year ?
2. Who will be involved ?
3. Communication: Noticeboard/ Email website How will you keep
the staff informed and involved in the process?
4 How is the BOM informed / involved
5 . Who will be involved ? Core Team with representation from
each of the subject areas Humanities, Technology, Maths/Sciences
will ensure contacts and involvement of a variety of perspectives
?
Big Picture Is there expertise on your staff in the area of
literacy do you need to arrange CPD?
Data Gathering Who will you gather data from? Do you already
have data that would be useful? Can you gather and analyse data
electronically? What data do you think you might need ?Who will
gather data? Who will analyse the data? How will the findings and
data be shared with staff?Who will decide priorities and targets?
What is the role of subject departments in this process ?
These tasks are a menu of possible progressions from today (this
is not an exhaustive list and schools do not have to adhere to it
so they might choose something different to engage in). Get them to
complete the to do section of the reflection booklet. Give each
pair (teacher/school leader) considerable time to:Discuss these
suggested tasks Commit to undertaking at least one before returning
for Day 2 (or choose another one not on the list) Write this down
as part of a simple action plan that is devised by the
teacher/school leaderEach pair shares their action with another
pair (group of pairs).
32Presentation Notes
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www.schoolself-evaluation.ie
Resources
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33
As the PDST website is a schools most regular interface with
support, facilitators will navigate through important website
navigation points and links www.pdst.ie and
www.schoolself-evaluation.ie.
Video overview to be shown here Presentation Notes
www.pdst.ie
Remind participants about the various resources to support SSE
and school improvement. These screenshots are hyperlinked so if
internet is available clicking on the screenshot will bring you
straight to the website. These resources include:1. The SSE section
of the PDST website where specific SSE tools can be accessed. 2. It
also includes the SSE website which is facilitated by the
Inspectorate this includes advice, updates, and samples from
schools. 3. These resources also include the
literacy/numeracy/gaeilge sections of the PDST website which house
specific resources for data gathering and implementation (this is
the numeracy PDST page so change for literacy and gaeilge as
appropriate). 4. Finally, the SESS website also have resources that
can support schools in relation to SSE.
If internet connection is available, show how to navigate these
websites as appropriate.34Presentation Notes
School-Self EvaluationTeaching & Learning Framework; 6 Step
SSE Process; gathering, collating & analysing relevant data;
implementing the SIP for literacy, numeracy and any other area of
teaching & learning.
Assessment for Learning (AfL)Learning outcomes/context of
learning/success criteria; effective feedback; questioning; Blooms
Taxonomy and self & peer-assessment strategies e.g.
rubrics.
Integrating ICTeAssessments & ePortfolios Mahara, Google
Apps for Education...ePlanning & Collaboration Google Apps for
Education.....Tablet Technology Integration Effective use,
pedagogy......Virtual Learning Environments (VLEs) Google
Classroom, EdmodoSSE On-line tools for gathering, collating &
analysing relevant dataVisual - Visualisers, Animoto, Wordle,
Tagxedo, Photo-story....Auditory Audacity, Vocaroo,
Audioboo......Reading comprehension Freerice, Studystack,
Quizlet......Kinaesthetic Tarzia, Cube Creator......
Subjects /Programmes & Generic SupportHealth & Wellbeing
PE, SPHE, mental health, anti-bullying and promoting the welfare
& protection of studentsJunior & Leaving Certificate
subject support & planningJCSP, TY, LCA & LCVP programme
supportSchool planning (policies)Co-operative learningICT for
teaching & learningDifferentiation/mixed ability teaching
PDST Websites www.pdst.iepdsttechnologyineducation.iescoilnet.ie
(portal for resources)teachercpd.ie (on-line courses)
PDST Leadership ProgrammesMisneach.....New
PrincipalsTnaiste.......New Deputy PrincipalsTraocht.....Aspiring
Leaders accredited by Maynooth UniversityForbairt
.......Experienced Principals & ALNsSpreagadh...NAPD & PDST
collaboration
Overview of PDST Post-Primary Supports for Leading Learning in
the 21st Centurywww.pdst.ie/schoolsupportModels of support: whole
staff days (circular 002/2014), Croke Park hours, subject
departments/groups of teachers/co-ordinators (circular 0043/2014)It
is essential to fill out the on-line application form @
www.pdst/schoolsupport in order for your application to be
consideredNumeracySSE & strategies for implementing problem
solving, estimation, a common approach to maths language and a
numeracy rich environment across the curriculum.
Literacy SSE & strategies for improvingoral language,
writing,reading comprehension, and the use of broadcast /digital
media across the curriculum.
www.pdst.ie
Hide for primary seminars35Presentation Notes